已有研究发现社区住房类型对城市入室盗窃的空间格局有重要影响,但鲜有学者探讨位于不同人口流动程度社区环境中的不同住房对入室盗窃影响的差异。本研究以中国东南沿海城市ZG市为例,基于日常活动和社会失序等理论,以社区为分析单元,利...已有研究发现社区住房类型对城市入室盗窃的空间格局有重要影响,但鲜有学者探讨位于不同人口流动程度社区环境中的不同住房对入室盗窃影响的差异。本研究以中国东南沿海城市ZG市为例,基于日常活动和社会失序等理论,以社区为分析单元,利用入室盗窃警情数据、第六次人口普查数据和兴趣点数据(Point of Interest,POI),运用空间滞后负二项回归方法,分析人口流动性与住房类型的交互作用对入室盗窃空间格局的影响。结果表明:人口流动性高的社区入室盗窃率较高;自建住房比例对入室盗窃率有显著的正向影响,原公有住房比例和商品房比例则呈显著的抑制作用;交互变量的结果发现,人口流动性与不同类型住房变量的交互作用存在差异,其中,人口流动性与自建住房、经济适用房、原公有住房的交互变量对入室盗窃的发生具有显著的促进作用,而与商品房的交互对入室盗窃的影响并不显著。说明在探讨不同类型住房与入室盗窃的关系时,应重视其所在社区的人口流动程度的影响。展开更多
In order to evaluate the present state of teachers’professional identity(TPI),177 teachers in primary and secondary schools in Zibo of Shandong Province of China were surveyed by a questionnaire designed by the autho...In order to evaluate the present state of teachers’professional identity(TPI),177 teachers in primary and secondary schools in Zibo of Shandong Province of China were surveyed by a questionnaire designed by the authors.The results reveals:(1)high professional identity for the overall level of teachers;(2)significant difference in genders and titles of professional positions;(3)significant difference between primary and secondary school teachers;(4)significant difference in professional motivations and satisfaction degrees of salaries among teachers.展开更多
文摘已有研究发现社区住房类型对城市入室盗窃的空间格局有重要影响,但鲜有学者探讨位于不同人口流动程度社区环境中的不同住房对入室盗窃影响的差异。本研究以中国东南沿海城市ZG市为例,基于日常活动和社会失序等理论,以社区为分析单元,利用入室盗窃警情数据、第六次人口普查数据和兴趣点数据(Point of Interest,POI),运用空间滞后负二项回归方法,分析人口流动性与住房类型的交互作用对入室盗窃空间格局的影响。结果表明:人口流动性高的社区入室盗窃率较高;自建住房比例对入室盗窃率有显著的正向影响,原公有住房比例和商品房比例则呈显著的抑制作用;交互变量的结果发现,人口流动性与不同类型住房变量的交互作用存在差异,其中,人口流动性与自建住房、经济适用房、原公有住房的交互变量对入室盗窃的发生具有显著的促进作用,而与商品房的交互对入室盗窃的影响并不显著。说明在探讨不同类型住房与入室盗窃的关系时,应重视其所在社区的人口流动程度的影响。
文摘In order to evaluate the present state of teachers’professional identity(TPI),177 teachers in primary and secondary schools in Zibo of Shandong Province of China were surveyed by a questionnaire designed by the authors.The results reveals:(1)high professional identity for the overall level of teachers;(2)significant difference in genders and titles of professional positions;(3)significant difference between primary and secondary school teachers;(4)significant difference in professional motivations and satisfaction degrees of salaries among teachers.